Mindsets: Evaluating predictors and outcomes in middle childhood and adolescent student in Greece

Abstract

The purpose of this study was to evaluate how Growth and Fixed Mindsets, a concept embedded the Implicit Theories of Intelligence, interplay with several important constructs during middle childhood and adolescence. A middle childhood, pre-adolescence and adolescent convenience sample was employed to test how gender, age and student evaluation systems can inform and influence a growth or fixed Mindset approach. Moreover, to validate and further inform the Mindset theory, academic performance, predisposition for teamwork and motivation was assessed as outcomes of employing a fixed or growth mindset. The analysis did not yield significant findings with respect to Mindsets, gender, age and different evaluation systems (qualitative feedback approach Vs combined qualitative and letter grades) interaction. Mindsets were positively related with performance in Math and English, and with the three facets of academic motivation, namely Preference for Challenging tasks, Curiosity and Independent Mastery. No significant relationship was established between Mindsets and predisposition for teamwork. The models created were able to predict a small part of the variation in academic performance and motivation facets. Implications of the findings are discussed and suggestions for further research in the field are proposed.